Melinda wants to help her students understand the concept of velocity. She provides a large number of toy cars and small ramps and scales, stopwatches and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group and they come to a description of the patterns that emerged. Of the following, the Melinda's approach could best be described as:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. lecture-discussion.
c
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In the section on related literature, the author should
a. present a series of abstracts, one at a time. b. discuss all related literature. c. include only theories and research that agree with the hypothesis. d. mention the most pertinent related studies. e. conclude the review of literature with a lengthy summary
The right of school-age children with disabilities to an appropriate education, in the least restrictive alternative possible, with an individualized education plan, and decisions based on nondiscriminatory procedures was first guaranteed by __________
Fill in the blank(s) with correct word
A teacher in your school wants his students to be familiar with the learning standards that will be covered and the types of items that will appear on the upcoming state assessment. He is unsure what to do and turns to you for advice. Which of the following statements represents the best advice you can offer?
a. Like college entrance exams, this is a test you cannot prepare for so don't waste your time trying. b. Make up practice exams for students on the topics you think the test will cover. c. Set aside time each day for students to write test questions they can give to each other. d. Check the web site of your state department of education for a copy of its learning standards, examples of test items, and practice tests.
Susan attempted on several occasions to pick up a 2-inch block but kept dropping it because her_____ and ______were not well developed
A. finger/thumb opposition and grasp B. dynamic balance and eye-hand coordination C. static balance and finger/thumb opposition D. grasp and eye-hand coordination